Dissertations and Final Projects
Writing a Dissertation Proposal
Instructions for writing your proposal will be given by the course team.
Review the information in your course notes and on Moodle.
The advice of the course team always takes precedence over the general guidance from Academic Skills Tutors.
General guidance for writing a proposal
Begin by carefully reviewing the aims and learning outcomes for your module. It is important that your proposal demonstrates how it will meet the specific learning outcomes of your module. Your proposal must clearly identify the research problem to be studied and the general and specific aims of the proposed research. Use Moodle to review your assignment guidance, lectures and seminars and make a list of everything that must be included. A proposal typically includes the following:
The problem to be studied
The type of problem, why it matters and who it is significant to, must be clearly stated. Provide the reason why this specific topic should be covered now rather than at another time. Describe what academic research has taken place about the topic, who the influential authors are and why. This will contribute to your literature review. Research is built on the work of others and your proposal must explain how your research will add to the knowledge in this area.
A definition of the research aims
Clearly state the general and specific aims of your proposed research. The aims should demonstrate that you have narrowed down the topic to something that is both achievable and manageable.
The methodology and methods you plan to use
The methodology is the foundations your research is based on and the methods are the procedures you will use. Include the reasons for your choices and the type of data it will give you.
Access to data
State how you will find the information necessary to complete your research. Consider potential problems in obtaining the data and how you will overcome these.
Ethical considerations
It is essential to conduct ethical research. All potential ethical issues must be reviewed. State how you intend to overcome any foreseeable ethical issues arising as a result of your research. Data collections must not take place prior to receiving ethical approval.
Tips for a successful proposal
Begin early. It takes time to meet all of the criteria of a research proposal.
Choose a topic that interests you as you will be spending a lot of time on it.
Narrow down the questions at this stage to prevent you from having to rework your ideas once you are working on the dissertation.
Give hints, not conclusions. Your proposal can hint at what you think the research might discover but it should not contain definite conclusions or assertions that are not yet backed up by evidence.
Keep it impersonal by writing in the third person.
Be methodical and make sure that your research is designed to produce the information that will answer your research questions.
Top Tips on writing dissertation proposals
1. Give hints, not conclusions: your proposal can hint at what you think the research might discover (that is what your hypothesis is for) but it should not contain definite conclusions or assertions that are not yet backed up by evidence.
2. Keep it impersonal: your work should be written in the third person, so instead of saying “I will look at the hibernation habits of polar bears”, it should say “This research will look at the hibernation habits of polar bears”.
3. Be methodical: you should make sure that your research methodology is designed to produce the information that you say the research will uncover. It is easy to design a research methodology that does not provide information to answer your research question.
4. It is never too soon: this is one piece of work you simply cannot rush, so start well ahead of time. You need to plan carefully to meet all of the criteria of a research proposal and ensure that it will work.
5. Choose wisely: choose your topic carefully! It is easy to start a topic that is far too big to address in a dissertation. Narrowing down the questions at this stage will prevent you from having to rework your ideas once you are doing the dissertation.
Writing a dissertation
If you are going to undertake a dissertation as part of your final year work, you will need to write a proposal. This handout gives general advice and information about writing a research proposal. It does not replace the requirements given in the Moodle module site. If there is a discrepancy between this handout and what your Moodle site says, always follow the advice given in the Moodle site.
Before you identify an area for research
Carefully review the aims and learning outcomes for your unit which you will find in the module handbook. It is important when choosing an area for investigation, that it demonstrates how it meets the specific learning outcomes for your module.
How to approach your proposal – general advice
Your proposal should clearly identify the research problem to be studied and the general and specific aims of the proposed research. Some issues you may seek to address in your proposal could include:
The problem to be studied
The nature of the problem (and why it is a problem)
Its significance (in terms of who it is significant to, and why)
Why it is appropriate to study this particular topic now
The academic research undertaken on the topic so far (this is your literature review)
The authors and theories that have been most influential in the past (and why)
How the research you are proposing will build on existing research in this area
A definition of the research aims
The general and specific aims of your proposed research
How these will help people to understand the issues involved
Proposed methodology
The methodologies that you have considered
Which authors led you to consider these methodologies and why
The most useful methodology for you to use, the reasons for using it and the type of data it will give you
What kind of hypothesis* you will start with (if required)
How you are going to test your hypothesis
* Hypothesis - a proposition assumed as a premise in an argument. You could consider this to be your idea of what the outcome of the research will be. Remember that it is only a starting point and may be proved wrong during the course of your investigation. If your final dissertation proves your hypothesis to be incorrect, it usually means that you have undertaken good research without bias. This is what is meant by testing your hypothesis.
Access to data
How you will find the information you need in order to complete the research
The problems that may arise in gaining the information, and how you will deal with them
Ethical considerations
Any ethical issues that you can foresee arising as a result of your research (e.g. data protection)
How you intend to overcome these issues
Top tips for dissertations - video resource
Deciding on a research question and sub-questions
Is it a question or a statement?
Your title may be a question, or may be worded as a statement. This is something to check with your course team or supervisor.
Once you have determined this, you can decide what your subject will be.
Remember, it has to be a specific and detailed enough topic for a large-scale project, while also being practical enough to investigate.
Examples
“Investigating the perceptions of FTSE 100 CEOs regarding the financial crisis”
This topic would certainly provide enough material for research, but it would be difficult to gain access to the CEOs. Thus, it may be impractical.
“An investigation into the recruitment and selection processes of Dutch-owned, Chinese-operated piano manufacturers, between March-April 1924”
This topic is very specific, but it is unlikely that there will be enough existing research or material in existence to enable a detailed study to be undertaken.
Sub-questions
It can help to imagine the process of planning a project as being like an upside-down triangle. It is initially broad, and becomes narrower as you progress to the overall aim/objective and then the sub-questions:
If you have been instructed to produce sub-questions, ask yourself what you want them to achieve.
Sub-questions are not additional questions to your main topic.
When put together, your sub-questions should help to address your main topic/question.
Six steps to choosing a topic and questions
Below is an example process of how to narrow down an idea into a potential question (and sub-questions/objectives):
Setting targets and goals
When you are doing your dissertation it is important to set targets and goals. It is a good idea to plan backwards from the submission deadline date and decide by when you need to have finished each task.
Remember that when you have finished writing you need time to proofread the work. That can take a few days with a large dissertation.
When you are setting time goals it is a good idea to think about who you need to see about your work and find out when they are likely to be available. If you are doing a dissertation over the summer vacation you will find that staff take holidays, find out when the librarians, your supervisor, the Academic Skills Tutors and anyone else you might want to see are on holiday. Make appointments to see them when they are available.
Mini-goals
Mini-goals are known as milestones.
Break larger assignments down into smaller tasks.
Set a realistic time allowance for each mini-goal.
Give yourself a start time and stick to it.
Set a target end-time, this may have to be flexible if you haven’t finished.
Make sure you complete each mini-goal.
Mini-goals work best when they are:
Integrated – linked to a larger plan such as your dissertation.
Manageable and realistic – make sure your mini-goals are achievable within the time allowed.
Specific – so you know precisely what you are going to do.
Measurable – such as a set number of pages to read of a section of a report to write.
Flexible – make sure you plan empty spaces into your timetable in case you need to change your plans or deal with something else.
Literature reviews
Literature reviews - video resource
What is a literature review?
It is a review of existing literature on your chosen subject, not an analysis of the subject itself
It is not a summary of information, facts and quotes from your chosen topic
This section gives generic guidance and tips for producing a literature review. If you are unsure about the requirements of your assignment, check your Moodle site or speak to your course tutors for help. They should also be able to tell you how many pieces of literature you are expected to focus on.
Your literature review should be:
A critical and evaluative account of what has been published on the chosen topic
Focused on the themes and issues which your sources have in common
A summary, synthesis, and analysis (see box below) of the arguments that others have put forward in that area
A description and analysis of any gaps that exist in current research (explaining where your research is going to fit in)
Including relevant weaknesses in existing literature (it is expected that you will state negative as well as positive things about the research)
Key words:
Summary: a shorter version of the original highlighting the major points
Synthesis: combining two or more items to form something new
Analysis: breaking down a complex topic into parts to gain a better understanding of it.
How do I get started?
Some top tips for literature reviews
If you are struggling to select a topic, speak to a subject tutor for help
If you have already been given a topic but are trying to find relevant sources, try to identify the key authors in your chosen area
In order to find these key authors, look at existing literature reviews on your topic to see which sources are considered most important, or use the library journal database facilities to find articles on your subject
You can also compare the reference lists of your articles to see if they refer to similar sources. This will give you a clue about the importance of certain authors/sources to your subject
What should I focus on?
How old is the research you are reading? Does this make its findings more or less valid?
What methods have been used in the research you are reading? Do they seem reliable to you?
Did the author(s) do what they said they were going to do? To decide this, see if the conclusion clearly addresses any issues set out in the abstract and introduction
Are there any flaws in reasoning within the literature you are reading? Are there jumps in logic which weaken their argument?
Do the author(s) use theories in their research? Do you feel that these are valid?
Do several writers disagree on the same topic? Why do you think this might be? Make sure you comment on this if it is the case
Where can I go for help with finding sources?
The faculty librarians are there to help you find the literature you need. Click here for more information.
Organising sources
It is useful to arrange your literature into a table, and to make comments on it that will help you when you come to writing up the literature review.
Research question
"Would banning the use of palm oil save the orangutan species?"
A short fragment from a fictional literature review.
Research question
Would banning the use of palm oil save the orangutan species?
Literature review (sample)
The Sumatran Orangutan Society (n.d.) and World Growth (2011), who both advocate a ban on palm oil production, have found that destruction of Sumatra’s rainforests, for palm oil production, has pushed the Sumatran orangutan to the edge of extinction. World Growth’s research is eight years old and the date of the Sumartran Orangutan Society’s research is unknown. Thus developments in the industry since 2011 have not been explored, leaving a gap in the research. In addition it is not known what research methods these bodies used or what their background missions are.
Bicknell and Stuebig (2018), who interviewed a large number of farmers in the region and the World Wildlife Fund (2018), who work alongside palm oil producers, found that a ban on the use of palm oil would lead farmers to switch to other crops, to ensure their economic survival, which may cause equal or worse destruction of habitat. Thus these researchers advocate certification of sustainable production. This research is recent and the research methods involve producers of palm oil, which suggests that the findings may be reliable. However, they have not discussed what certification would entail and its possible effects, and this needs to be researched.
Can you see where the literature review:
Compared and contrasted different texts
Discussed methods used within the research, but did not go into too much detail about what happened
Commented on reliability of the literature
Identified gaps in existing research
Conclusions
As with any piece of academic work, it is a good idea to give a short summary or conclusion at the end of your literature review which draws together the ideas you have discussed. You will usually be expected to show:
Which piece/s of work you find most convincing (if you have been asked to compare several pieces of research)
What you feel are the main themes in the research, and what they tell you
Writing your methodology
This section gives general information on what to include when writing a methodology for a BRP, dissertation or research project. Different terms are sometimes used to discuss aspects of a methodology (e.g. research framework/approach). Check with your course team if you have concerns, and always use guidance provided by your course tutors or on your Moodle site where available.
What is a methodology?
A methodology is part of a research assignment.
Whether you are conducting primary research (new research starting from scratch) or secondary research (based on existing research or sources, such as business reports and statistics), you will usually be expected to include a methodology
What goes into a methodology?
It includes a practical explanation of how your research will be carried out (your methods), but involves more than just saying what you will be doing
You are also usually expected to explain and justify your approach to your research, and your understanding of knowledge
Some of the areas you may be expected to cover in your methodology include:
Your understanding of the concept of knowledge
This is where you state the philosophy behind your research and your approach to knowledge, as it will determine the way in which you conduct the research. These are theoretical positions, and so things may differ in practice, but two common opposing stances taken by researchers are as follows:
Do you believe that all knowledge can be measured? This is referred to as positivism, and if you adopt it you will probably be looking to research hard facts and scientific observations
Or do you believe that knowledge and experiences are subjective, and that opinions are valid sources of research? If so, interpretivism may suit you best. A textbook on research methods will provide more detail about these approaches
Qualitative or quantitative?
Depending on your research philosophy, you may be more interested in using qualitative or quantitative research (or a mixture of both). If you are unsure about the difference between qualitative and quantitative information, see our handout on this subject, on our Moodle site. In some cases, even if you are conducting secondary research, you may still be asked to explain your approach to knowledge, and will need to consider the difference between qualitative and quantitative sources of information.
Your research strategy
This means the overarching approach to your research. For example, will you be conducting an experiment? Using secondary research? Doing a survey? You may need to tell your marker which strategy you are choosing and why.
Your research methods
This is where you explain how you are actually going to undertake your research. You will need to explain and justify why you are choosing a particular method (e.g. questionnaires or interviews), and exactly how your research will work.
Your sample
You need to explain who or what you will be researching on (your sample). Your marker will expect you to justify your choice of sample, and any criteria you have used to select it. They may also expect you to demonstrate how the data that you obtain will be reliable.
Ethics
This section is very important for both primary and secondary research. You are always expected to produce work which is reliable and ethically sound. Some key things to consider are:
If you are researching with people, it is important that you cause no harm to your subjects. The purpose of your research should be to do good. Are you being honest with your participants/information sources? It is important to ensure that they have provided consent for their participation in the research, and that they fully understand what they are agreeing to before doing so
Can you guarantee confidentiality or anonymity for your research subjects? If you are conducting secondary research, or researching within an organisation, do you need to consider these issues?
How you are reporting your information, and how will you avoid bias when doing this? Will participants in your study know about the purposes of your research? It is vital that you are open and honest about what you are researching. Participants must be free to choose whether or not to participate in your research
Pilot study
If you are conducting primary research, you may also be expected to conduct a pilot study (a small test version of your research). For example, if you are conducting a questionnaire, it is a good idea to get some participants to complete it first, to check that the questions make sense.
What does a methodology look like?
Saunders, Lewis and Thornhill have produced a model that shows how some of these elements of a methodology fit together. This can be a good way of checking that you have thought about all of these elements, even if you are not expected to write about them in your methodology. This model is often referred to as the research onion:
Adapted from Research methods for business students (5th ed.) by Saunders, Lewis & Thornhill (2009)
Your supervisor or course tutor may not want all of these areas to be covered in your methodology, so check with them if you are unsure about this. The Academic Skills Tutors are available to help with the academic principles of producing a methodology.
Writing up your results
When producing a research project or dissertation involving primary research, you may be required to report on the findings from your data
This part of a project is sometimes referred to as the discussion, analysis, or results section
If you are unsure about what to include within this section, your course team or supervisor can give you specific guidance on this. This guide provides some top tips for producing your discussion or analysis section
What should be included within a discussion/analysis section?
The purpose of your discussion/analysis section is to:
Report relevant findings from your data (either quantitative or qualitative), highlighting trends or key themes
Explain what your findings mean for your specific research topic/questions
Make connections between your findings and existing research or literature, discussed elsewhere in your work (if your findings support or differ from existing research, explain how)
Suggest logical explanations for your findings, and consider alternative possibilities for what might explain them
Acknowledge the limitations of your research where relevant
What should not be included within a discussion/analysis section?
Simply describing your results will not explain their relevance for your reader
Avoid making assumptions about your findings (such as assuming that causal links exist)
Do not simply say that your data or findings agree with your expectations without explaining what you mean by this
You do not need to include pages of raw data in your work (or even in your appendix). Be selective with the data presented in this section
How do I do this?
Whether you are reporting on quantitative or qualitative data, your discussion section will be a significant part of your project, so ensure that it has a clear structure with a logical progression.
Headings and subheadings can be used as signposts for your reader, so they know the direction that your work will be taking.
Top tip: making sure your results are clear
Our resource on producing strong arguments explains a three-part rule for making sure your argument is logical. A similar approach can be taken in your results section.
Clear and well-explained results will include:
1. The location of the data or findings you are talking about (e.g. “Figure 1 shows...”)
2. A summary of the data or findings (e.g. “One third of bankers agreed...”)
3. Your own reasoning to show the significance of the data or findings for your research (e.g. explaining trends, or demonstrating which results are most important)
Example:
Chart 3 shows the number of responses from male and female managers. It can be seen that the majority of responses came from females, which may suggest that females have a greater degree of interest in this subject, or are perhaps more willing to respond to questionnaires in general.
Signposting
Signposting - video resource
As the writer you are guiding your reader through your work. Imagine you are on a journey and you fall asleep, when you wake up it can be disorientating and confusing, but if you see a signpost you immediately know where you are and what is coming next.
Without signposting your work could be confusing and your reader will be unable to follow your thought process. Certain words direct your reader, add more emphasis or introduce an alternative viewpoint. They can help the reader to connect themes and provide explanations to ensure the writing flows in a logical order and is understandable.
Signposting is especially important when you are writing a large project, such as a dissertation. Although it will consist of multiple parts, the document needs to read as one complete piece of writing. Signposting words will help the document fit together and keep the reader on track; following your overall argument and the transition from one idea to another. For example:
One large document with a consistent theme such as a dissertation.
The introduction will signpost to say what is coming up in the document
The literature review will link back to the research questions to show the relevance of the literature
The methodology will link to the introduction, showing the relevance of the research methods to the topic
The discussion/results section will link to the literature review to demonstrate how the existing literature links to your findings. It will also link to most other sections as well.
The conclusion will link to everything, especially the introduction.
Each chapter should also contain an introduction and conclusion with signposting in paragraphs to show the move from one theme to another. Each paragraph can also contain an introductory sentence and a concluding sentence with signposting words to the next theme/paragraph. So signposting takes place throughout the document from the start to the finish and all the themes in between.
Do not overdo it however, only use signposts when they add clarity to your work; too many will obscure your meaning. Ensure you are using the correct word, for example only use 'consequently' if the following sentence is a consequence of the previous one
What is Signposting?
Signposting or linking words are found in good academic writing, linking what has been said with what is about to be discussed. They show the logic behind an argument, thought transitions and direction and flow.
Signposting can be single words, short phrases, long phrases or whole sentences.
single words: however, furthermore, initially
short phrases: in contrast, in conclusion, an additional point is
sentence: Having discussed the reliability of the research, this report will next address its validity.
A list of linking words is provided below.
Look at our writing introductions and conclusions resource if you need more information.
List of signposting/linking words
Adding to a point already made
also; moreover; furthermore; again; further; what is more; then; in addition
besides; above all; too; as well (as)
either; neither .... nor; not only ... but also; similarly; correspondingly; in the same way; indeed
in fact; really; in reality; it is found that ...
as for; as to; with respect to; regarding
Writing in lists
first(ly); second(ly); third(ly)
another; yet another; in addition; finally
to begin with; in the second place
moreover; additionally; also
next; then; and to conclude; lastly; finally
Putting the same idea in a different way
in other words; rather; or; better; in that case
to put it (more) simply
in view of this; with this in mind
to look at this another way
Introducing examples
that is to say; in other words
for example; for instance; namely; an example of this is
and; as follows; as in the following examples; such as; including
especially; particularly; in particular; notably; chiefly; mainly; mostly
Introducing an alternative viewpoint
by contrast; another way of viewing this is; alternatively; again; rather; one alternative is; another possibility is
on the one hand ... on the other hand
conversely; in comparison; on the contrary; in fact; though; although
Returning to emphasise your earlier viewpoint
however; nonetheless; in the final analysis; despite x; notwithstanding x; in spite of x
while x may be true; nonetheless
although; though; after all; at the same time; on the other hand; all the same; even if x is true; although x may have a good point
Showing the results of something
therefore; accordingly; as a result
so (then,) it can be seen that
the result if; the consequence is
resulting from this; consequently ; now
we can see, then, that; it is evident that
because of this; thus; hence; for this reason; owing to x; this suggests that; it follows that
in other words; otherwise; in that case; that implies
Summing up or concluding
therefore; so, my conclusion is
in short; in conclusion; to conclude; in all; on the whole
to summarise; to sum up briefly; in brief; altogether; overall; thus; thus we can see that